Division of Maternal Fetal Medicine, Department of Obstetrics and Gynecology, Oregon Health & Science University, Portland, OR 97239-3098, USA.
J Womens Health (Larchmt). 2012 Nov;21(11):1114-27. doi: 10.1089/jwh.2012.3788. Epub 2012 Sep 20.
Increasingly, national programs and leaders are looking at interdisciplinary collaborations as essential to future research. Twelve years ago, the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH) developed and implemented the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program to focus on interdisciplinary mentored career development for junior faculty in women's health research.
We applied a mixed-methods approach using an electronic survey and in-person presentations and discussions to understand best practices and lessons learned for interdisciplinary mentoring across BIRCWH K12 program leaders.
We received responses from all 29 active BIRCWH programs. Factors associated with success included ensuring sufficient protected time for regular (weekly or biweekly) mentoring; mentors promoting the research independence of the Scholar; a team mentoring approach, including career as well as content mentors; and explicit and clear expectations outlined between the Scholar and mentor. The majority of programs conduct formal evaluations of mentorship, and 79% of programs offer training in mentorship for either Scholars, mentors, or both. This article presents program leaders' best practices, challenges, and lessons learned from mentoring junior faculty who are conducting women's health research, whether basic, clinical, behavioral, translational, or health services research, using an interdisciplinary mentoring approach.
越来越多的国家项目和领导人认为，跨学科合作对于未来的研究至关重要。十二年前，美国国立卫生研究院（NIH）妇女健康研究办公室（ORWH）制定并实施了“建立妇女健康跨学科研究职业（BIRCWH）K12 计划”，专注于妇女健康研究领域初级教师的跨学科指导职业发展。
我们采用混合方法，通过电子调查和现场演示与讨论，了解 BIRCWH K12 计划负责人在跨学科指导方面的最佳实践和经验教训。
我们收到了所有 29 个活跃的 BIRCWH 项目的回复。成功的相关因素包括确保有足够的时间进行定期（每周或每两周一次）指导；导师促进学者的研究独立性；团队指导方法，包括职业和内容导师；以及学者和导师之间明确和清晰的期望。大多数项目都对指导进行正式评估，79%的项目为学者、导师或两者提供指导培训。本文介绍了项目负责人在以跨学科指导方式指导从事基础、临床、行为、转化或卫生服务研究的初级教师方面的最佳实践、挑战和经验教训。
